design

Setting Expectations for Remote Learning [Robinson]

On 05/02/2020, in adjunct faculty, CMS/LMS, colleges, community colleges, design, expectations, experimentation, faculty, higher education, instructional design, online learning, online media, online tutoring, pedagogy, remote teaching and learning, teaching & learning, teaching online, universities, by Daniel Christian

Setting Expectations for Remote Learning — from evoLLLution.com (where LLL stands for lifelong learning) by Robin Robinson

Excerpt:

Evo: How important is it to clearly differentiate remote learning and online education?

RR: You need to set expectations. Normally, if someone is going to produce an online course, they’re going to spend at least a semester building out the appropriate course map and alignments to their course objectives. In this situation, with remote learning, you’re trying to meet the same objective as you would in a regular face-to-face class, but online learning is completely different. Your head space needs to reflect that, and you need to consider the things in this environment that can’t be done in a face-to-face environment. We’re drawing on what people understand as good teaching and trying to emulate that experience online as much as possible.

Remote delivery requires using a lot of the synchronous tools. Online learning is about combining the best of both worlds.

Faculty who were skeptical have now adopted online learning. Many of them are amazed at how well they can get to know their students and how well they can track their performances in school.
…
What I’m concerned about is the digital divide. We want a very inclusive and diverse university, but that means recognizing that there are students at a disadvantage.

OLC Innovate™ 2020 Conference Moves to June with All-Virtual Format

On 05/01/2020, in 24x7x365 access, active learning, adjunct faculty, Canvas - and other Instructure-related items, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, community colleges, design, digital audio, digital learning, digital storytelling, digital video, distance education, education, education technology, educational games / serious games, elearning, engagement / engaging students, faculty, future of higher education, game-changing environment, higher education, ideas, innovation, IT in HE, law schools, learning, learning ecosystem, Learning from the Living [Class] Room, multimedia, online learning, online media, pedagogy, platforms, remote teaching and learning, teaching & learning, teaching online, technologies for your home, technology (general), tools, United States, universities, vendors, videoconferencing, Virtual Reality (VR) / worlds / learning, XR - extended reality, by Daniel Christian

OLC Innovate™ 2020 Conference Moves to June with All-Virtual Format — from prweb.com
Produced by the Online Learning Consortium, in partnership with MERLOT, OLC Innovate 2020 Virtual will gather digital learning leaders and practitioners, online, June 15-26, to focus on innovation in digital, blended and online learning.

Excerpt:

BOSTON (PRWEB) MAY 01, 2020
The Online Learning Consortium (OLC) announced today that its annual OLC Innovate™ Conference is moving to an all-virtual format for 2020. OLC and conference partner MERLOT will gather the digital learning community, online, June 15-26, for OLC Innovate™ 2020 Virtual Conference (#OLCInnovate). This year’s theme, “Building Bridges in Digital, Blended and Online Learning,” frames a 10-day online program that highlights inspiring innovators and thought leaders from higher education, K-12, military, health care and workforce education.

Great example of the use of teams at Virginia Tech!

On 04/17/2020, in art, collaboration, colleges, community colleges, content development, aggregation, repositories, creativity, data related items, design, graphics, higher education, innovation, library / librarians, teaching & learning, United States, universities, usability, user experience (UX), using teams, by Daniel Christian

Making complex data approachable through art and information design — from vtnews.vt.edu

Excerpt:

Michael Stamper, University Libraries at Virginia Tech’s data visualization designer, plays a unique role in the research process by transforming faculty and student clients’ complex research data into vibrant, interactive, and dynamic visualizations to better communicate their findings to a broad audience.

Why combine law with design? [Hagan]

On 04/02/2020, in Access to Justice (A2J), design, entrepreneurship, experimentation, innovation, law schools, legal reform, legal technologies, legislatures / government / legal, United States, universities, usability, user experience (UX), user interface design, vendors, by Daniel Christian

Law by Design — a book by Margaret Hagan

Excerpt:

Why combine law with design? Even if these two fields have traditionally not intersected, I see three main points of value in bringing them together.

Experimental Culture: To be more forward-thinking in how we as legal professionals generate solutions for problems in the legal sector;
User Centered Innovation: To put greater focus on the client and the lay person who has to use legal systems, to deliver them better services tailored their function and their experiential needs;
New Paths for Legal Work & Serving Justice: To build a new set of professional paths and opportunities for people who want to work in law — and especially those who see that traditional ways of being law students and lawyers do not enable them to make the positive changes in society that originally drove them into law.

Also see:

For those of you who teach and/or give presentations, you might be interested in this new video regarding what’s called “cognitive load” [Christian]

On 03/10/2020, in A/V -- audio/visual, active learning, adjunct faculty, adult learning, attention, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, design, digital audio, digital learning, digital storytelling, digital video, education, elearning, engagement / engaging students, face-to-face, faculty, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, learning theories, multimedia, online learning, pedagogy, presentations, productivity / tips and tricks, student-related, teachers, teaching & learning, teaching online, training / L&D, United States, universities, user experience (UX), by Daniel Christian

From DSC:
For those of you who teach and/or give presentations, you might be interested in a new video that I put together regarding cognitive load. It addresses at least two main questions:

What is cognitive load?
and
Why should I care about it?

Transcript here.

How do I put it into practice?

Simplify the explanations of what you’re presenting as much as possible and break down complex tasks into smaller parts
Don’t place a large amount of text on a slide and then talk about it at the same time — doing so requires much more processing than most people can deal with.
Consider creating two versions of your PowerPoint files:
- A text-light version that can be used for presenting that content to students
- A text-heavy version — which can be posted to your LMS for the learners to go through at their own pace — and without trying to process so much information (voice and text, for example) at one time.
Design-wise:
- Don’t use decorative graphics — everything on a slide should be there for a reason
- Don’t use too many fonts or colors — this can be distracting
- Don’t use background music when you are trying to explain something

How higher education can adapt to the future of work [Jahanian]

On 03/06/2020, in analytics, art, Artificial Intelligence/Agents/LLMs/and Related, biology, business, change, colleges, communities of practice, community colleges, computer science, corporate / business world, curriculum, data related items, design, digital learning, economics, education technology, elearning, emerging technologies, future, future of higher education, game-changing environment, learning, learning ecosystem, Learning from the Living [Class] Room, legislatures / government / legal, lifelong learning, personalized/customized learning, strategy, student-related, teaching & learning, technology (general), trends, United States, universities, vision/possibilities, youth, by Daniel Christian

How higher education can adapt to the future of work — from weforum.org by Farnam Jahanian, President, Carnegie Mellon University; with thanks to Evan Kirstel for sharing this here

Excerpts:

Embrace the T-shaped approach to knowledge
The broad set of skills needed by tomorrow’s workforce also affects our approach to educational structure. At Carnegie Mellon University—like many other institutions—we have been making disciplinary boundaries much more porous and have launched programmes at the edges and intersections of traditional fields, such as behavioral economics, computational biology, and the nexus of design, arts, and technology. We believe this approach prepares our students for a future where thinking and working across boundaries will be vital. The value of combining both breadth and depth in higher education has also led to many universities embracing “T-shaped” teaching and learning philosophies, in which vertical (deep disciplinary) expertise is combined with horizontal (cross-cutting) knowledge.
…
Invest in personalised, technology-enhanced learning
The demand for more highly skilled workers continues to grow. Recent analysis of U.S. data by The Wall Street Journal found that more than 40% of manufacturing workers now have a college degree. By 2022, manufacturers are projected to employ more college graduates than workers with a high-school education or less. Technology-enhanced learning can help us keep up with demand and offer pathways for the existing workforce to gain new skills. AI-based learning tools developed in the past decade have incredible potential to personalise education, enhance college readiness and access, and improve educational outcomes. And perhaps most importantly, technology-enhanced learning has the compelling potential to narrow socioeconomic and racial achievement gaps among students.

The rapid pace of today’s advances requires a more comprehensive workforce and education strategy across a spectrum of measures, including policy, access, programmes and outreach. The private sector, government, educators and policy-makers must work together to deliver multiple pathways to opportunity for young people looking for their first foothold in the job market, as well as to re-skill and up-skill workers striving to maintain their place in the workforce.

The latest research for web designers, February 2020 [Scacca]

On 02/22/2020, in design, internet, mobile learning, mobile technologies, platforms, productivity / tips and tricks, professional development, technology (general), tools, web design and production, by Daniel Christian

The latest research for web designers, February 2020 — from webdesignerdepot.com by Suzanne Scacca

Concept3D introduces wheelchair wayfinding feature to support campus accessibility — from concept3d.echoscomm.com with thanks to Delaney Lanker for this resource
System makes wheelchair friendly campus routes easy to find and follow

Excerpt:

Concept3D, a leader in creating immersive online experiences with 3D modeling, interactive maps and virtual tour software, today announced the launch of a new wheelchair wayfinding feature that adds a new level of accessibility to the company’s interactive map and tour platform.

With the new wheelchair accessible route functionality, Concept3D clients are able to offer a separate set of wayfinding routes specifically designed to identify the most efficient and easiest routes.

Concept3D’s wayfinding system uses a weighted algorithm to determine the most efficient route between start and end points, and the new system was enhanced to factor in routing variables like stairs, curb cuts, steep inclines, and other areas that may impact accessibility.

Also see:

Wayfinding :: Wheelchair Accessible Routes — from concept3d.com

The 5 top tech skills companies want in new hires right now — from fortune.com by Anne Fisher; with thanks to Ryan Craig for his relaying this resource

Excerpts (emphasis DSC):

Tim Tully agrees. Chief technology officer at data giant Splunk—whose clients number 92 of the Fortune 100—Tully says that the most important trait IT job candidates need now is “a strong desire to learn.” It might be too broad of a requirement, but consider Tully’s own list of the five most essential tech skills now:

1. Real-time data management
2. Design thinking
3. App development
4. A.I. and machine learning
5. A composite of the first four skills

From DSC:
I’m especially posting this for students who are considering a tech-related career. If that’s you, Tim’s words ring true — you must have a strong desire to learn. And I would add, to keep learning and to keep learning and to keep learning…

If you are in IT, it’s wise to check in regularly on career progress – because staying still for too long could quickly lead to falling behind. (source)

Also, given the pace of change and today’s current marketplace, you need to be ready to be let go and take a right turn (i.e., be flexible and adaptable). You need to have a healthy learning ecosystem built up and maintained — one that will support you over the long haul. Heutagogy comes into play here. And at least for me, prayer helps greatly here too — as one can easily put one’s eggs into the wrong basket(s) when we’re talking about tech-related jobs.

And for you applying for jobs, don’t get discouraged by those organizations/people who are looking for those “purple unicorns” that Ryan Craig talks about in his Gap Letter Volume II, #4 (i.e., the perfect candidate who meets a ridiculously long list of requirements for the job).

Also see:

Below is a relevant excerpt from that report:

Making Waves – The Art of Cinematic Sound [Woodhall & Costin]

On 01/03/2020, in creativity, design, digital audio, digital storytelling, media/film, story, storytelling, tools, by Daniel Christian

Making Waves — from provideocoalition.com by Woody Woodhall
Interview with Midge Costin

Excerpt:

Making Waves – The Art of Cinematic Sound, is an outstanding achievement not only as a stand-alone documentary film, but also as one of the only films that is dedicated solely to the art of sound for film. As we all know, when films started, sound was either done live with musical accompaniment or was simply exhibited silently.

It is a huge challenge to tackle such a wide ranging and meaningful advancement for film storytelling and yet undeterred, Midge Costin, herself a working sound professional, took it on. We spoke at length about her work on the film and her work as a filmmaker with sound, and as an educator.

For those who craft narratives with data, consider subscribing to this stream of content [Christian]

On 12/12/2019, in analytics, blogs / blogging / vlogging, business, communications, corporate / business world, Daniel S. Christian, data related items, design, digital storytelling, graphics, law schools, productivity / tips and tricks, professional development, RSS, story, storytelling, streams of content, by Daniel Christian

Evergreen Data Visualization — from stephanieevergreen.com; with thanks to Mr. Pat Bailey for his post on LinkedIn.com about this resource

From DSC:
If you are using RSS feeds along with a product like Feedly, it might be worth subscribing to the stream of content originating at stephanieevergreen.com/blog/. I appreciated her designs in crafting/relaying narratives via the data that she has worked with.

Here’s an example posting:

Top ten podcasts every teacher needs to hear — from wiley.com; with thanks to Emily Liebtag for her posting on Twitter for this resource

Excerpt:

Listening to podcasts is an easy way to dive into a topic that interests you and learn something new from others who share your passion for education.

We’re highlighting the following ten podcast episodes featuring Jossey-Bass authors that you can listen to whenever, wherever to help you master your craft or reignite your love of teaching.

So, take some time for yourself, grab your earbuds, and press play on these…

Welcome to the future! The future of work is… — from gettingsmart.com

Excerpt:

The future of work is here, and with it, new challenges — so what does this mean for teaching and learning? It means more contribution and young people learning how to make a difference. In our exploration of the #futureofwork, sponsored by eduInnovation and powered by Getting Smart, we dive into what’s happening, what’s coming and how schools might prepare.

Design thinking for lawyers [Licht]

On 11/12/2019, in design, Design Thinking, experimentation, ideas, innovation, law schools, legislatures / government / legal, by Daniel Christian

Design thinking for lawyers — from lawyerist.com by Marshall Licht

Excerpt (emphasis DSC):

Let’s face it: lawyers have a pretty spotty track record where innovation is concerned. We tend toward the secure, the risk-free, the known…the precedential. We shy from things we view as risky. “New” means “untested” and “untested” means “fraught.” And fraught is a nonstarter.

This propensity toward risk aversion arguably serves our clients reasonably well in the actual delivery of legal services. But it is a two-edged sword. It can simultaneously cripple us and our ability to reimagine how we practice law or how we build our law businesses to meet our clients’ ever-evolving needs.
…
What is Design Thinking?
Design thinking is an ethos. An ideology. A worldview. It is also, ultimately, a perfectly replicable process aimed at applying long-established and fundamental design principles to the way we build businesses and the processes in them. It is a hands-on, user-focused way to relentlessly and incrementally innovate, sympathize, humanize, solve problems, and resolve issues. For our purposes, design thinking is how you intentionally craft your law business over time to deliver legal services simply, functionally, and beautifully.

Using technology to inspire creativity boosts student outcomes — from thejournal.com by Sara Friedman

Transformative technology uses include using tablets or computers to create multimedia projects, conduct research and analyze information.

Teachers’ use of creativity in learning was determined how many times students were allowing to:

Choose what to learn in class.
Try different ways of doing things, even if they might not work.
Come up with their own ways to solve a problem
Discuss topics with no right or wrong answer.
Create a project to express what they’ve learned.
Work on a multidisciplinary project.
Work on a project with real-world applications.
Publish or share projects with people outside the classroom.

Learning Ecosystems

Setting Expectations for Remote Learning [Robinson]

Why combine law with design? [Hagan]

The latest research for web designers, February 2020 [Scacca]

System makes wheelchair friendly campus routes easy to find and follow [concept3d]

Making Waves – The Art of Cinematic Sound [Woodhall & Costin]

Design thinking for lawyers [Licht]

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